Using A Gradual Release of Responsibility Model to Support All Students

1. Using A Gradual Release of Responsibility Model to Support All Students Nancy Frey, Ph.D. San Diego State University nfrey@mail.sdsu.edu PowerPoint available at www.fisherandfrey.com Click on “Resources”

2. WHAT MOTIVATES YOU?

3. Early Predictors for Passing the CAHSEE • Grade Point Average • Absences • Classroom Behavior These are present as early as fourth grade Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

4. It sounds so easy, so what gets in the way? • Hard Books • “Students must read books at their grade level” • Whole Class Texts • “Read chapter 4 tonight” • Interventions for Struggling Readers • “I’m working on fluency”

5. Three Big Ideas Internalize an instructional framework. Use a Response to Instruction and Intervention (RtI2) approach. Increase time, intensity, assessment, and expertise to accommodate learning needs.

6. Increase Instructional Consistency

7. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

8. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

9. In the worst classrooms … TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

10. The “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

11. Time for a Story

12. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

13. This video available at http:// books.heinemann.com/wordwise

14. Table Talk When do you see evidence of learning in your classroom during modeling, guided instruction, collaborative learning, and independent learning?

15. Layers of intervention responding to student needs Each tier provides more intense intervention Aimed at preventing reading difficulties adapted from Vaughn, 2003, RtI Symposium Gradual Release, RtI2, and Inclusive Supports TIER I: Core TIER II: Supplemental TIER III Intensive Increase time,intensity, assessment, expertise

16. Triangle of Supports Personal Supports Fisher, D., Frey, N., & Sax, C. (2004). Inclusive elementary schools: Recipes for success.(2nd ed.). Colorado Springs, CO: PEAK. Assistive and Instructional Technology Accommodations And Modifications Increase time,intensity, assessment, expertise

17. Holding Learning Constant • In most classrooms, Time and Instruction are held constant, with Learning being the variable • In responsive classrooms that use gradual release, RtI2, and inclusive practices, LEARNING is held constant • Time and Instruction are the variables Adapted from Buffum, Mattos, & Weber. (2009). Pyramid response to intervention. Bloomington, IN: Solution Tree.

18. Tier I is comprised of three elements: core reading program benchmark testing of students to determine instructional needs at least three times per year ongoing professional development When the core instruction is solid, adaptations and interventions are easier to design and implement Vaughn, 2003, RtI Symposium TIER I: CORE CLASS INSTRUCTION TIER I

19. The Focus Lesson: Modeling

20. The Power of Modeling Why? Humans mimic or imitate Mirror neurons Students need examples of the type of thinking required Facilitates the use of academic language

21. A major goal of modeling comprehension is to deepen the learner’s metacognitive awareness* *noticing you’ve learned something * noticing how you learn something

22. What Do Effective Teachers Model? • Analysis of the practices of 25 expert teachers, as identified by principals and coaches in San Diego County • Observed 75 lessons Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61, 548-566. ,

23. #1: They Model Comprehension B/D/A Inference Summarize Predict Clarify Question • Visualize • Monitor • Synthesize • Evaluate • Connect

24. #2: They Model Word Solving Context clues Word parts (prefix, suffix, root, base, cognates) Resources (others, Internet, dictionary)

25. #3: They Model Using Text Structure Informational Texts Problem/Solution, Compare/Contrast, Sequence, Cause/Effect, Description Narrative Texts Story grammar (plot, setting, character) Dialogue Literary devices

26. #4: They Model Using Text Features Headings Captions Illustrations Charts Graphs Bold words • Table of contents • Glossary • Index • Tables • Margin notes

27. What Happened to Phineas? Attend the tale of Phineas Gage. Honest, well liked by friends and fellow workers on the Rutland and Burlington Railroads, Gage was a young man of exemplary character and promise until one day in September 1848. While tamping down the blasting powder for a dynamite charge, Gage inadvertently sparked an explosion. The inch thick tamping rod rocketed through his cheek, obliterating his left eye, on its way through his brain and out the top of his skull. Discover Magazine

28. The rod landed several yards away, and Gage fell back in a convulsive heap. Yet a moment later he stood up and spoke. His fellow workers watched, aghast, then drove him by oxcart to a local hotel where a local doctor, one John Harlow, dressed his wounds. As Harlow stuck his index fingers in the holes in Gage’s face and head until their tips met, the young man inquired when he would be able to return to work. Discover Magazine

29. Within two months the physical organism that was Phineas Gage had completely recovered - he could walk, speak, and demonstrate normal awareness of his surroundings. But the character of the man did not survive the tamping rod’s journey through his brain. In place of the diligent, dependable worker stood a foul-mouthed and ill-mannered liar given to extravagant schemes that were never followed through. “Gage,” said his friends, “was no longer Gage.” Discover Magazine

30. Questions How did Phineas survive this penetrating brain injury? For how much longer did he live?

33. A dentist found the source of the toothache PL was complaining about on the roof of his mouth: a four-inch nail the construction worker had unknowingly embedded in his skull six days earlier.

34. A teenager in India has miraculously survived being skewered through the head by a metal pole in a bus crash. November, 2007

35. Modeling In English • How does Kelly model the use of academic language? • In what ways does she demonstrate her thinking?

36. This video available with the IRA book In a reading state of mind: Brain research, teacher modeling, and comprehension instruction by Fisher, Frey, & Lapp (2009)

37. Table Talk • How does Kelly model the use of academic language? • In what ways does she demonstrate her thinking?

38. Guided Instruction

39. Types of Vocabulary (Vacca & Vacca, 1999) General vocabulary Words used in everyday language, with agreed upon meanings across contexts (e.g., pesky, bothersome) Specialized vocabulary Multiple meanings in different content areas (e.g., loom, in, expression) Technical vocabulary Specific to a field of study (e.g., concerto, meiosis)

40. Catherine the Great, a minor aristocrat from Germany, became Empress of Russia when her husband Peter, the grandson of Peter the Great, was killed.

41. Catherine the Great, a minor aristocrat from Germany, became Empress of Russia when her husband Peter, the grandson of Peter the Great, was killed.

42. Catherine the Great, a minor aristocrat from Germany, became Empress of Russia when her husband Peter, the grandson of Peter the Great, was killed.

43. Guided Instruction of Vocabulary • Students begin to take on what they have begun to learn • Often, they “use but confuse” • Teacher is there to help with the tricky parts • Strategic use of cues, prompts, and questions

44. Vocabulary Development in Guided Instruction • How does Rita encourage oral language while building vocabulary? • How are students using their language knowledge to develop new vocabulary learning?

46. Table Talk • How does Rita encourage oral language while building vocabulary? • How are students using their language knowledge to develop new vocabulary learning?

47. Using Guided Instruction for Tier 2 Interventions

48. Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I. Vaughn, 2003, RtI Symposium TIER II: SUPPLEMENTAL INSTRUCTION TIER II

49. The Problem… • How could retention be reduced in first grade without inadvertently creating problems in second grade? • How could we avoid the iatrogenic* effect?

50. Iatrogenic: The surgery was successful but the patient died.